Education and Training in Autism and Developmental Disabilities

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TABLE 2 Student Data for Initiations, Communication Breakdowns Encountered, Repairs of Communication Breakdowns, and No Response (Discontinue Communication) Subject ments, topic shift were 93%, 95.50%, 92%, 90.50%, 91.25%, 93.75%, and 92% respectively. Data Analysis Number of Communication Initiations Number and Percentage of Communication Breakdowns Encountered Data obtained from interactions between teacher and student participants were loaded into a data file for analysis using SPSS-Windows, ver. 13.0 by the second author, a graduate student in Speech and Language Pathology. Data analyses were conducted by using both descriptive and inferential statistics. To describe teacher participants’ communication breakdowns and student participants’ repair Total Use of Repair Strategies behaviors, percentage, frequency distribution, and measures of central tendency were calculated. In addition, inferential statistical analyses and one-way analysis of variance (ANOVA) were computed based on research questions of interests. Results Percentage of Repaired Initiations No Response (Discontinue Communication) 1 17 14 (82%) 7 50% 7 2 16 13 (81%) 7 54% 6 3 29 27 (93%) 22 81% 5 4 15 11 (73%) 6 54% 5 5 14 13 (93%) 9 69% 4 6 15 13 (87%) 5 38% 8 7 11 10 (91%) 9 90% 1 8 14 8 (57%) 6 46% 7 9 13 9 (69%) 4 44% 5 10 10 8 (80%) 5 55% 4 11 10 6 (60%) 7 70% 3 12 16 9 (56%) 3 33% 6 13 12 9 (72%) 6 66% 3 14 15 13 (87%) 8 100% 0 15 13 9 (69%) 10 100% 0 16 11 9 (69%) 5 63% 3 17 12 10 (83%) 3 75% 4 18 9 9 (100%) 6 86% 1 19 9 9 (100%) 1 20% 4 20 11 8 (73%) 7 88% 1 21 10 10 (100%) 5 63% 3 22 13 8 (62%) 7 78% 2 23 9 7 (78%) 7 88% 1 24 7 7 (100%) 3 50% 3 25 13 5 (38%) 7 78% 2 26 14 8 (57%) 6 67% 3 M 13 10.07 3.5 65.57% 6.57 SD 4.14 3.75 This study describes the repair strategies used by non-verbal students with developmental disabilities for the communication breakdowns occurring in the interaction with their teachers during free play activities. Communication Breakdown / 405
Descriptive Analysis The first research question focused on determining how frequently students initiated communication, what percentage of initiation resulted in communication breakdowns and what percentage of breakdowns were repaired by the student participants. Table 2 displays individual student participant’s data for frequency of communication initiations, frequency and percentage of communication breakdowns encountered by teacher participants, total use of repair strategies, percentage of initiations repaired by using one of the strategies described earlier, and no response by students. A total of 338 communication behaviors were initiated by the students during free play with their teachers. All students initiated at least seven communication behaviors. Mean of communication breakdowns encountered by all students was 10.07 (range 5–27). All students utilized at least one communication repair strategy in response to the communication breakdowns displayed by their teachers. Table 3 displays the percentages and frequencies of no response, repetition, recast and addition; which are types of repair strategies utilized by the students for the communication breakdowns during free play activities. As Table 3 clearly depicts, non-verbal students with developmental disabilities used repetition the most (60.23%) and recast the least (8.71%) for communication breakdowns occurring during their interaction with their teachers in the classroom. Inferential Statistical Analyses Correlation was used to find out if there was a relation between the repair strategies applied by the students and the behaviors displayed by teachers to indicate communication breakdown. Table 4 shows that there are moderate positive relations between requesting clarification by teachers and recasting by students (r .629, p .01), between again requesting clarification by teachers and addition by students (r .645, p .01), and finally once again requesting clarification by teachers and repetition by students (r .620, p .01). The results also demonstrate that there TABLE 3 Students Data for the Frequency and Percentage of Repair Behavior Subject Communication Breakdown Repair Behaviors Repetition Recast Addition Total Use of Repair Behaviors 1 5 0 2 7 2 5 0 2 7 3 8 6 8 22 4 4 0 2 6 5 4 0 5 9 6 3 1 1 5 7 5 1 3 9 8 4 0 2 6 9 3 1 0 4 10 3 0 2 5 11 5 1 1 7 12 2 0 1 3 13 4 1 1 6 14 5 0 3 8 15 5 1 4 10 16 3 0 2 5 17 2 0 1 3 18 4 0 2 6 19 0 0 1 1 20 4 0 3 7 21 4 1 0 5 22 5 0 2 7 23 6 0 1 7 24 2 1 0 3 25 4 1 2 7 26 4 0 2 6 M 3.96 0.57 2.03 6.57 SD 1.53 1.20 1.68 3.75 Frequency 103 15 53 171 Percentage 60.23% 8.71% 30.79% 100% is one more moderate positive relation between no indication of communication breakdown by teachers and no response (r .576, p .01) and repetition (r .420, p .05) by students. Another result of the analysis points again a moderate positive relation between topic shift by teachers and both recast (r .538, p .01) and addition (r .636, p .01) by students. No relation was established between the ignoring behavior of teachers and any of the repair strategies. 406 / Education and Training in Autism and Developmental Disabilities-September 2010
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Education and Training in Autism an
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Education and Training in Autism an
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Manuscripts Accepted for Future Pub
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dents in classes that included stud
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TABLE 1 Summary Descriptors of Meli
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tions were conducted at their work
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her function more independently wit
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eluctant to engage in interactions.
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ehaviors were consistent with Phill
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disabilities. Second, it has promot
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youth with severe disabilities. Min
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parents of students with intellectu
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tributed to such PSE program compon
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TABLE 2 Mean Scores of the 7 PSE Pr
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that educators’ and parents’ po
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gan, 1997). Despite the challenges
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ing the total score of the Family A
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with the identified factors being r
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Page 41 and 42: TABLE 1 Demographic Characteristics
Page 43 and 44: ways in the same interviews where s
Page 45 and 46: In a number of comments, respondent
Page 47 and 48: practitioners assigned both issues
Page 51 and 52: eliability (r .92) and good inter-
Page 53 and 54: TABLE 2 EQCA Adaptive Behaviors: Me
Page 55 and 56: TABLE 5 ERDCP: Means, SDs, and t Te
Page 57 and 58: teen of these studies (90%) reveale
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Page 63 and 64: ing to questions, (c) the learner f
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Page 67 and 68: TABLE 2 (Continued) 9. Guide studen
Page 69 and 70: TABLE 3 (Continued) Student Steps B
Page 71 and 72: TABLE 3 (Continued) Student Steps D
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Page 75 and 76: Figure 1. Teacher’s number of ste
Page 77 and 78: Figure 2. Number of inquiry skills
Page 79 and 80: TABLE 4 Results of Parent Survey It
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Page 85 and 86: TABLE 1 Students’ Description Sub
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Page 95 and 96: stood attribution when two consecut
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Page 101 and 102: Figure 3. Percentages of correct re
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Page 111 and 112: TABLE 1 Task Analysis for Cooking R
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Page 115 and 116: Figure 2. Percentage of steps perfo
Page 117 and 118: Figure 4. Percentage of steps perfo
Page 119 and 120: ture audio feature of the PDA, but
Page 121 and 122: M. (1992). The effects of self oper
Page 125 and 126: TABLE 1 Stages of The Halliwick’s
Page 127 and 128: plete other steps (Tekin & Kɹrcaal
Page 129 and 130: Figure 1. Percentage of correct res
Page 131 and 132: Martin, J. (1981). The Halliwick Me
Page 133 and 134: systematic instruction to teach fou
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Discussion The purpose of this stud
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(1986). Stanford-Binet Intelligence
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focus on the important adults in th
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cording to the current environment
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that “she felt very inadequate in
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tive research. (2 nd Ed.). New Jers
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